A cognitive-social learning approach to social skill training with low-status preschool children.

Abstract

Changes in the behavior and peer acceptance of low-status preschool children as a result of social skill training were examined. Children who had low sociometric status and were also low in classroom use of social skills were randomly assigned to a skill training group (n= 18) or to an attention control group (n = 15). Children in the training group were coached in 4 skills: leading peers, asking questions of peers, making comments to peers, and supporting peers. Trained children showed a significant increase in their use of the trained skills comments and leads from pretest to posttest, whereas control-group children showed no change. Neither control nor skill-trained children changed significantly on sociometric measures from pretest to posttest. Increases in skill use in the classroom with peers was correlated with improvements in children's knowledge of friendly social strategies from pre-to posttest. Results are interpreted as evidence of a social skill basis for peer acceptance and of the need to develop procedures to assess the mechanisms of change during social skill training.Evidence indicating that children who are rejected or neglected by peers are at risk for later maladjustment (Parker & Asher, 1987) has prompted the development of interventions designed to improve children's social skills and peer status (Ladd, 1985;Ladd & Asher, 1985). Although there appear to be many antecedents of children's peer acceptance, there is growing evidence that acceptance among peers can be a consequence of the child's behavior or lack of social skill with peers (e.g., Coie & Kupersmidt, 1983;Dodge, 1983). On the basis of this evidence, researchers have developed interventions that are designed to teach children social skills that may promote social acceptance in the peer group (e.g.

Integration of a social skills training: a case study of children with low social skills

“…The stu. dy employed a quasi-experimental design based upon the previous research of Mize and Ladd (1990) to deternune the effect of a social skills intervention on preschool chjldren. The researchers observed all the children with focus on the four targeted children.…”

“…In addition to the limitations of using quantitative methods in the previous studies of a cognitive-social learning model of social skills training (Choi, Kim, and Hyatt 2004;Mize and Ladd 1990), the training sessions were not administered in a real-life setting such as a classroom but in a designated pull-out setting. In the pullout setting, the participants were put in a controlled environment.…”

“…behavioural changes aft.er they participated in the cognitive-social learning model of skills training (Kfosey 2001;Mize and Ladd 1990;Zimmerman 2008). Helping children to develop prosocial behaviours by teaching cognitive social strategies using the cognitive-social learning model is considered an effective way to help children enhance their social behaviours because it focuses on behavioural change (Choi and Kirn 2003;Choi, Kim, and Hyatt 2004;Ladd and Mize 1983;Mize 1995).…”

“…Mize and Ladd 1990), children's cognitive changes were assessed by a survey questionnaire method in which participants were asked to describe how they would react in a certain social situation. Children's responses about dramatised social situations can reflect ideal social responses to the situation rather than reflecting actual social behaviours that the child may show in a real-life situation.…”

“…These children may also encounter problems in understanding and communicating with other people when they get older. Social skills training programmes have been used to help children become more socially competent and develop prosocial skills (Corsaro, Ladd, and Oden 2002;McClellan and Katz 2001;Mize 1995;Mize and Ladd 1990). Prosocial skills are defined as 'the behaviours people use to help them get along with others' (Asher and Williams 2009, 1).…”